Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Number:**MAFS.912.A-REI.1

**Title:**Understand solving equations as a process of reasoning and explain the reasoning. (Algebra 1 - Major Cluster) (Algebra 2 - Major Cluster)

**Type:**Cluster

**Subject:**Mathematics - Archived

**Grade:**912

**Domain-Subdomain:**Algebra: Reasoning with Equations & Inequalities

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Problem-Solving Tasks

## Tutorials

## Unit/Lesson Sequence

## Student Resources

## Original Student Tutorials

Learn how to solve rational functions by getting common denominators in this interactive tutorial.

Type: Original Student Tutorial

Learn how to solve rational linear and quadratic equations using cross multiplication in this interactive tutorial.

Type: Original Student Tutorial

Learn how to explain the steps used to solve multi-step linear equations and provide reasons to support those steps with this interactive tutorial.

Type: Original Student Tutorial

## Problem-Solving Tasks

In order to engage this task meaningfully, students must be aware of the convention that va for a positive number a refers to the positive square root of a. The purpose of the task is to show students a situation where squaring both sides of an equation can result in an equation with more solutions than the original one.

Type: Problem-Solving Task

The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicitly solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them.

Type: Problem-Solving Task

The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

Type: Problem-Solving Task

## Tutorials

This video will demonstrate how to simplify square roots involving variables.

Type: Tutorial

This video will demonstrate how to solve radical equations with additional practice problems.

Type: Tutorial

## Parent Resources

## Problem-Solving Tasks

In order to engage this task meaningfully, students must be aware of the convention that va for a positive number a refers to the positive square root of a. The purpose of the task is to show students a situation where squaring both sides of an equation can result in an equation with more solutions than the original one.

Type: Problem-Solving Task

The purpose of this task is to continue a crucial strand of algebraic reasoning begun at the middle school level (e.g, 6.EE.5). By asking students to reason about solutions without explicitly solving them, we get at the heart of understanding what an equation is and what it means for a number to be a solution to an equation. The equations are intentionally very simple; the point of the task is not to test technique in solving equations, but to encourage students to reason about them.

Type: Problem-Solving Task

The purpose of this task is to provide an opportunity for students to reason about equivalence of equations. The instruction to give reasons that do not depend on solving the equation is intended to focus attention on the transformation of equations as a deductive step.

Type: Problem-Solving Task